November, 2014

Making Childrens Thinking Visible

Documentation of childrens learning has been a standard practice
within education for many years. Using anecdotal notes, tracking sheets
and assessment checklists; to the saving of artifacts that show childrens
knowledge and skill are all but to name a few. Accountability has always
been on an educators mind as they think about the developmental skills and
knowledge their students should be gaining through their experiences at
school.
In recent times however, we have seen a shift in thinking
surrounding the way educators are documenting childrens learning. We
have moved the focus from checking off the mastery of skills onto
pedagogical documentation, which honours the unique knowledge of each
student, allowing childrens thinking to become visible.
As Sharon and I expand our professional competencies within the
vision of the full-day kindergarten program, we have come to realize the astonishing power that pedagogical
documentation holds, for not only making childrens thoughts and processes of learning come to life, but also
for extending children thinking throughout the learning environment, truly allowing their ideas and
understanding to penetrate the foundation of the classroom environment. Moving assessment from a mere tally
of mastering skills, to an understanding of how the children have come to the understandings they have.
Snapshots of the childrens lived experiences become permanently saved within the documentation we
have taken, which allows the childrens ideas to be used as provocation for other learners, as well as the child
themselves. In addition, building the classroom environment into an atmosphere that represents the children as
capable, competent learners who are valued within the classroom setting. As Sharon and I write and think about
the experiences we are documenting, we have the opportunity to reengage the
childrens thoughts and actions as we interpret what we have captured.
Analyzing the childrens perspectives allows us to engage in discussion,
gaining deep understandings about the children within our care.
Pedagogical documentation can take many forms. From written
translations of an educators understanding of experiences that have occurred,
artifacts such as idea webs, transcripts of childrens discussions, pictures both
drawn and digital, video, as well as pieces of art such as the pattern tree seen
on the left. Regardless of form, pedagogical documentation is a powerful tool
that allows children, educators and parents alike to see the amazing thinking
that takes place within childrens school days. This tool enables us to not only
scratch the surface of childrens thinking but allows us to deeply penetrate
their thoughts as we come to see the world from the childs perspective. This
allows us to move our students thinking forward in meaningful ways.
As educators who seek to provide learning opportunities that allow
children to grow to their developmental potential, we need to understand the
importance in creating classroom environments that represent our learners
interests, ideas, understandings and achievements. The accumulating

experiences, relationships and connections that shape childrens learning allows educators to act with the
intention and the representation of childrens proficiencies within the classroom allowing children to see
themselves as active participants within the learning setting.
November, 2014

Implications of Investigating Professional Practice

The conceptual underpinnings of our
professional practice are based on our understandings of
the child and what our role within the childs learning
should be. The education system is fluid, constantly
changing based on time, societal norms, politics and
research. As we gain new knowledge surrounding the
intricacies of how children learn best, our field is driven
to new curricular ideals requiring us to often alter practice in order to teach within the vision of the new ideas
that have become present within the curriculum we are teaching.
Teaching therefore becomes a practice that is in a constant state of change and as such, educators must
seek continuous learning so that we are able to offer children instruction that best suits their needs. As an
educator who sees the value in rethinking my practice in order to change and grow as needed, I took on this
professional experience with great enthusiasm as I knew it would give me the opportunity to delve deep within
my practice, allowing me to see my strengths, as well as my weakness.
Using critical reflection and pedagogical documentation as a tool, I was able to gain a clear
perspective on how important the aspect of relationship building is within my philosophical stance. At the core
of everything I have done and will continue to do, I know that teaching and learning does not happen in
isolation and the connections I am able to make with my peers, co-workers, teaching partner, students and
families becomes the foundation for learning not only for myself, but for the students within my care.
Through the establishment of positive relationships with people, materials and the environment, I have
been able to afford positive learning opportunities for the children and myself, as our learning and
understanding become co-constructed together. Learning is complex and there are various ways to gain skills
and knowledge. The one strain that stays consistent however, is that learning must occur in a meaningful way so
that it truly engages the learner allowing for deep connections to be made in order to challenge thinking, so
growth in understanding may occur.
As I pull apart the layers within my own practice it becomes apparent that I believe in offering children
an environment that fluctuates based on the needs and interests of the children. Incorporating the childrens
creative abilities and ideas that come from their life experiences are embedded in the daily practices of both
Sharon and myself. Play and exploration becomes the
natural means in which the children are able to extend
and challenge their learning. Just as the children must
recognize the capacities and wants of their peers, in
order to continue their group play experiences. I as an
educator, need to recognize the childrens abilities and
desires in order to engage the children in their learning
opportunities. Moreover, I need to be aware of my
own abilities so that I am able to reflect, rethink and

repeat practices that enable the best possible experiences for the children within my care, which this inquiry has
enabled me to do.